scholarly journals Cognitive Development, Integrative Complexity, and Logical Consistency of Personal Constructs

1988 ◽  
Vol 2 (1) ◽  
pp. 7-12 ◽  
Author(s):  
William V. Chambers ◽  
Lisa Parsley
Keyword(s):  
Cognitive Development ◽  
Integrative Complexity ◽  
Personal Constructs ◽  
Logical Consistency ◽  
Formal Operations

The integrative complexity and logical consistency of personal constructs were examined in groups of children with mean ages of 8.5, 13.1, and 16.1 years. Consistent with Piaget's theory, the 13- and 16-year-olds were similar and demonstrated greater integrative complexity and logical consistency than the 8-year-olds did. Our results support the predicted relationships among formal operations, integrative complexity, and logical consistency.

DEPRESSION AND LOGICAL CONSISTENCY OF PERSONAL CONSTRUCTS

1986 ◽  
Vol 14 (2) ◽  
pp. 203-206
Author(s):  
W. V. Chambers ◽  
V. Trinh ◽  
L. Parsley
Keyword(s):  
The Self ◽  
Personal Construct ◽  
Personal Constructs ◽  
Logical Consistency ◽  
College Sample ◽  
Logical Inconsistency ◽  
Moderate Depression

Neimeyer has suggested that moderately depressed people tend to have relatively disorganized personal construct systems. Non-depressed people see themselves consistently positively, highly depressed people view themselves negatively, while moderately depressed people view the self with ambivalence. Using a grid measure of logical consistency, with a college sample, moderate depression scores were found to accompany greater levels of logical inconsistency. Results offer some support for Neimeyer's suggestion that moderate depression, as opposed to nondepression and deep depression, leads to greater disorganization of construct systems.

Truth and Logical Consistency of Personal Constructs

1985 ◽  
Vol 57 (3_suppl) ◽  
pp. 1178-1178 ◽  
Author(s):  
William V. Chambers ◽  
Barbra Stonerock
Keyword(s):  
Personal Constructs ◽  
Logical Consistency

Alcoholism and Logical Consistency of Personal Constructs

1984 ◽  
Vol 54 (3) ◽  
pp. 882-882 ◽  
Author(s):  
William Chambers ◽  
John Sanders
Keyword(s):  
Personal Constructs ◽  
Logical Consistency

scholarly journals Parents’ mediation of formal thinking: A try of operationalization

Psihologija ◽  
2006 ◽  
Vol 39 (3) ◽  
pp. 313-326 ◽  
Author(s):  
Ivana Stepanovic
Keyword(s):  
Cognitive Development ◽  
Theoretical Background ◽  
Specific Goal ◽  
Everyday Communication ◽  
Formal Operations

One possible way of examining parents? mediation of formal thinking has been presented. The specific goal was to construct a scale which represents specific means of parents? mediation that appear in their everyday communication with children. Piaget?s theory i.e. main characteristics of formal operations and concepts from Vygotsky?s paradigm, especially mediation means concept, served as theoretical background for scale constructing. The similarities between final stages of cognitive development within these two approaches have been analyzed. The research was conducted in which Crombach?s alpha was examined as an indicator of scale quality as well as correlation between children?s answers on the scale and their achievement on formal operations test. The most relevant aspects of parents? mediation were extracted and analyzed.

scholarly journals Asymmetrical peer interaction as a factor of formal operations development in more competent students

Psihologija ◽  
2015 ◽  
Vol 48 (2) ◽  
pp. 149-163
Author(s):  
Ivana Stepanovic-Ilic
Keyword(s):  
Cognitive Development ◽  
Peer Interaction ◽  
Research Findings ◽  
Practical Implications ◽  
Formal Operations

This paper deals with the role of asymmetrical peer interaction in the development of formal operational thinking. The relevance of the research lies in the fact that influence of peers? interaction is rarely examined in the context of the development of formal operations and in the fact that effects of asymmetrical interaction are more investigated regarding the less competent participants. The results show no influence of the interaction on the development of formal operations in more competent children. This is in accordance with some research findings. However, there are some more competent students who significantly progressed and others who considerably regressed after the interaction. That deserves attention and suggests that next important step is analysis of peers? dialogues. Such examination could reveal interaction attributes that can influence cognitive development which has theoretical relevance, but also practical implications in the classroom.

Advanced Social Role-Taking and Cognitive Development in Gifted Adults

1980 ◽  
Vol 11 (3) ◽  
pp. 177-192 ◽  
Author(s):  
Philip M. Powell
Keyword(s):  
Cognitive Development ◽  
Middle Class ◽  
Category Theory ◽  
Social Role ◽  
Interactive Effect ◽  
Role Taking ◽  
Men And Women ◽  
Gifted Adults ◽  
Operational Development ◽  
Formal Operations

Examined the possible parallelism between social role-taking and cognition in forty-four gifted adults. The men and women, aged twenty-one to fifty-five were white and middle class. They were administered measures of advanced role-taking levels formulated for this study and measures of formal operations and of post-formal operational development based on category theory. The three hypotheses were: (1) role-taking levels termed “interactive effect” and “interactive empathy” would form an invariant sequence; (2) measures of formal operations and of post-formal operational levels would form an invariant sequence; and (3) the formal operations and post-formal operational levels would provide the necessary cognitive prerequisites for role-taking levels of interactive effect and interactive empathy, respectively. The findings supported all three hypotheses. Age was correlated significantly with role-taking behavior. In the discussion, category theory was suggested as one way to define post-formal operational thinking.

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